DRK-12 Research and Products

Publication |
In this article, authors argue for deliberate attention to clarifiable ambiguity as a critical aspect of attending to meaning and as a necessary precursor to productive use of student mathematical thinking.

Tool |
This document captures the ideas and experiences shared by DRK–12 awardees who attended a forum to explore different routes toward product sustainability. It includes notes on types of DRK-12 products, use and adoption of products, resources needed to support dissemination...

Publication |
This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and...

Tool |
This document features issues and approaches that were discussed by a “critical friends group” in the process of providing input to a DRK-12 project on dissemination strategies. While not comprehensive, the considerations listed may serve as a reminder of what to think...

Publication |
In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.

Publication |
In this article, authors discuss an online Earth science curriculum module called, “Will there be enough fresh water?” designed to engage students in thinking about uncertainty as part of writing scientific arguments.

Publication |
This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Authors use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for...

Publication |
This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.

This project is funded by the National Science Foundation, grant # 0822241, 1449550, 1650648, 1743807, and 1813076. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.